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Griffith University Author(s)

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Abstract

Scholars continue to identify and describe various concerns about traditional
approaches to one-to-one learning and teaching of music. These include the limited
adaptability, relevance, and generalisability of the learning that often takes place (e.g.,
Mills, 2002; Carey & Grant, 2014); student submissiveness and dependence, teacher
dominance, and other issues of power that can arise between teacher and learner
(Burwell, 2013; Carey, 2008; Long, Creech, Gaunt, & Hallam, 2014); and the lack of
formal accreditation for one-to-one pedagogy (Gaunt, 2009), meaning that standards
of teaching across and even within institutions may ...View more >Scholars continue to identify and describe various concerns about traditional
approaches to one-to-one learning and teaching of music. These include the limited
adaptability, relevance, and generalisability of the learning that often takes place (e.g.,
Mills, 2002; Carey & Grant, 2014); student submissiveness and dependence, teacher
dominance, and other issues of power that can arise between teacher and learner
(Burwell, 2013; Carey, 2008; Long, Creech, Gaunt, & Hallam, 2014); and the lack of
formal accreditation for one-to-one pedagogy (Gaunt, 2009), meaning that standards
of teaching across and even within institutions may be erratic. Notwithstanding
recent calls by sector bodies like Association Européenne des Conservatoires (AEC)
for teacher professional development, skills renewal, and improved quality assurance
and enhancement processes (AEC, 2010), in many conservatoires around the world,
there remains ‘the tendency to maintain time-honoured practices that continue to
be exempted from scrutiny’ (Carey, Grant, McWilliam, & Taylor, 2013b, p. 151).
As such, the ‘intense critical scrutiny’ (Long et al., 2014) of traditional one-to-one
pedagogy in recent research has not yet filtered through to practice, which remains
relatively unchanged (Perkins, 2013). This situation seems poised to shift, partly
because music institutions are facing such high pressure to be more accountable and
transparent to their parent universities and through them, their clients (the students).View less >

Book Title

Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education